ROTARY WASH IN SCHOOLS TARGET CHALLENGE FRAMEWORK: A THREE-STAR APPROACH 4900E-EN (616)

Transcription

1 ROTARY WASH IN SCHOOLS TARGET CHALLENGE FRAMEWORK: A THREE-STAR APPROACH 4900E-EN (616)

2 THE WASH IN SCHOOLS TARGET CHALLENGE Rotary members are invited to participate in the WASH in Schools Target Challenge, a program created to motivate Rotary clubs to develop a comprehensive and sustainable water, sanitation, hygiene (WASH), and education project using the expertise and resources associated with two of Rotary s areas of focus: basic education and literacy, and water and sanitation. In this pilot phase, the program runs through July 2018 in five countries chosen for their strong, active involvement in school water, sanitation, hygiene, and education efforts: Belize, Guatemala, Honduras, India, and Kenya. The aim is to improve school attendance and education outcomes through the provision of sustainable WASH services and education initiatives. This framework will serve as a guide for your project, outlining the activities required for Target Challenge recognition. RECOGNITION LEVELS: A THREE-STAR APPROACH The first two levels (Rotary One Star and Rotary Two Stars) set benchmarks for water and sanitation facility upgrades, hygiene education, and teacher training, along with key behavior-change components; the third level (Rotary Three Stars) emphasizes incorporation into government initiatives and enhancements to the curriculum. Successful completion of a Rotary One Star project will earn clubs district-level recognition; completion of the Rotary Two and Three Star requirements will earn recognition from Rotary International and UNICEF. WASH in Schools Target Challenge Framework: A Three-Star Approach I

3 PREREQUISITES Activities Results Validation School s needs are assessed Project planning and design are informed and appropriate Community assessment results Conduct a school needs assessment, or collaborate with another organization to do so School management committee (SMC) is formed if one doesn t already exist Governing body present with whom Rotarians can liaise and will continue responsibilities after project cycle ends List of committee members and a formal agreement that specifies roles and responsibilities, level of accountability, etc. Work with school directors to form a committee if none exists All stakeholders, including local education, public services, health, and municipal management officials, are consulted Education and municipal offices are aware that Rotarians are undertaking the project There is local support for the project Information on local, regional, and national WASH in Schools activity is gathered Letter of project acknowledgment by local officials Meet with multiple stakeholder groups to discuss key school-related issues Baseline data are collected before interventions are implemented Data can be used to evaluate intervention success Records of preliminary data Gather school-specific data from local organizations Survey schools and conduct observations as explained in the indicator definition sheet WASH in Schools Target Challenge Framework: A Three-Star Approach 2

4 ROTARY ONE STAR Validated by the district Interventions Results Validation School management committee (SMC) capacity is built Decisions serve all populations (students, parents, teachers, and staff of both genders) Community has ownership of project activities List of SMC meeting dates and times Confirmation that SMC roles and responsibilities are fulfilled Meet with SMC regularly and provide training in governance and financial management as needed Educate SMC in the management of water, sanitation, and hygiene in schools to share knowledge with larger community SMC has been constituted Number of SMC meetings with 50% or more attendance Long-term costs and revenue are determined for all WASH services, education, and training Costs and revenue resources are considered and planned for Costs of water, sanitation and hygiene services, training, and education are in line with national standards Long-term financial plan that includes costs and revenues for all WASH infrastructure, education, and training If seeking higher star recognition, projected financial plan is required Promote and teach long-term financial planning with school management committee and government officials No measurement required Operation and maintenance management (O&M) plan is created School is prepared for the maintenance and repair needs of installed infrastructure Supply chains are identified Documented O&M plan Ensure that O&M plan is created Train school management committee in developing an O&M plan Arrange for technical training in maintenance Presence of written O&M plan at school (one time) Presence of a maintenance fund for latrine, waste, and water management (one time) Menstrual hygiene management (MHM) plan is created School is prepared for and understands MHM needs, limitations, and priorities Documented MHM plan Train teachers and administrators in MHM Influence governmental agencies to include MHM training in national teacher training programs Presence of written MHM plan at school (one time) Advocate for government to include MHM in annual budgets WASH in Schools Target Challenge Framework: A Three-Star Approach 3

5 Interventions Results Validation Teachers take daily attendance Teachers keep track of student attendance regularly Photos or copies of attendance records Train school management committee in record keeping and accounting Proportion of teachers reporting daily classroom attendance All teachers are trained and can teach hand washing Teachers can teach hygiene topics using interactive methods Teachers ensure that hand washing is done regularly at critical times Rotary chart for training Teacher training pretests and posttests Train teachers or work with other organizations to do so Follow up with teachers to see if training was successful Proportion of teachers trained in hand washing and group hand washing practices Demonstrated understanding of topic as indicated by higher score on posttest (one time, though follow-up trainings are recommended) Hand washing facilities with soap or ash and water are available near the toilets Children have access to a hand washing station, whether it s a permanent structure or a temporary solution, such as a tippy tap Photos of functional hand washing facilities with soap or ash available Photos of hand washing facilities close to latrines Support construction of facilities Support planning to make soap or ash and water available Functioning hand washing facilities located near the school toilets Soap or ash and water are available at the hand washing facilities the day of the visit Daily supervised group hand washing with soap or ash takes place, normally before the school meal Students learn to wash hands with soap or ash at critical times, such as before eating and after toilet use Group hand washing sessions provide a time to deliver hygiene messages Photo or video of supervised group hand washing session Spot monitoring Training of student leadership groups and dissemination of hygiene messages Soap or ash and water are available at group hand washing station, or are readily available Proportion of classrooms participating in daily supervised hand washing 4 out of 5 children can demonstrate proper hand washing and explain critical times and reasons WASH in Schools Target Challenge Framework: A Three-Star Approach 4

6 Interventions Results Validation Access to improved, low-cost water supply is located near the school Obtaining water does not interfere with class time Photos of all water systems If needed, support installation and selection of a water source(s), including construction, selection of contract work, and ensuring training is provided for technicians or maintenance staff The school has water from an improved source(s) (source provides a sufficient quantity 4 liters per student per day) Gender-segregated, improved sanitation is functional Females have a private space for their sanitation and menstrual hygiene management needs Students are not forced to defecate in the open or hold back bathroom needs while at school Photos of gender-segregated, improved sanitation facilities Qualitative assessment conducted with teachers and students reporting on the condition of sanitation facilities Plan construction that anticipates the requirements of two- and three-star improved sanitation Identify contractors Discuss challenges faced by girls and women and the potential solution of gender-segregated toilets Proportion of toilet facilities that are accessible to children with disabilities Proportion of improved toilets and urinals that are in use at the school Toilets are gender-segregated Girls toilets are private, with water and covered bins available inside Fecal-oral transmission of disease is reduced Proportion of latrines constructed/ available for boys Proportion of latrines constructed/ available for girls Proportion of latrines that are functional for boys Proportion of latrines that are functional for girls Number of urinals available WASH in Schools Target Challenge Framework: A Three-Star Approach 5

7 ROTARY TWO STARS Validated by Rotary International and UNICEF Interventions Results Validation Students who do not come to school regularly are contacted and a response plan created Attendance increases Students feel more valued Students are encouraged to make up homework when absent Attendance records with an explanation of absenteeism Plans from teachers for how to deal with reoccurring absenteeism Facilitate a workshop for teachers on how to manage absenteeism Proportion of students attending school monthly Documented reasons why students are not attending school Technical training provided to support operations and maintenance activities A knowledgeable person is designated to maintain and repair WASH systems as needed Technology training plan to build technical expertise Provide technical training for technicians Follow up with technician to see if subsequent training is needed Demonstrated competence and knowledge through hands-on demonstration at the end of training (one time) Operation and maintenance management plan is executed Regular maintenance tasks are completed as scheduled School facilities are cared for to ensure long-term functionality Toilets are more likely to be used because they are clean Consumables (water, soap, brooms, toilet paper, etc.) are available in, or within 5 meters of, toilet facilities Maintenance logs Periodic photos of infrastructure that is clean and functional Qualitative assessment conducted with teachers and students that indicate if toilets are consistently clean and functional Conduct regular maintenance tasks Interview students and teachers about the functionality of all WASH systems Spot monitor facilities Work with parent groups and schools to make soap, if it is not available Identify and secure affordable supply chains for consumables Ensure that training is ongoing Proportion of latrines that are clean and well maintained A system for monitoring school sanitation facilities is in place, and adequate materials (water, soap, brooms, etc.) are available Positive hygiene behaviors are reinforced through active participation in cleaning of toilets Review facilities periodically Convene school officials to evaluate and discuss the results and further action related to the upkeep of WASH facilities WASH in Schools Target Challenge Framework: A Three-Star Approach 6

8 Interventions Results Validation Teachers are trained in hygiene and menstrual hygiene management (MHM) education Teachers can apply hygiene and MHM lessons into life skills class (if applicable) Teachers can comfortably teach lessons to boys and girls through reinforced classroom management lessons MHM teacher training curriculum Pretest and posttest results Write teacher training curriculum or conduct the training (Rotarians with expertise in education) Seek out cooperating organizations to facilitate training Proportion of teachers who have received MHM training with an emphasis on counseling, linkages with reproductive health, and life skills Demonstrated understanding of menstrual hygiene and its management through scores on pretests and posttests Menstrual hygiene management (MHM) plan is implemented through infrastructure and a supportive environment Girls feel more comfortable and welcome at school Girls have a safe and healthy school environment Taboos around menstruation are addressed Photos of MHM friendly infrastructure and materials made available for girls Interviews with girls and female teachers that assess whether their MHM needs (if required) are met Assist in MHM trainings for adolescent girls, boys, and teachers Work with school management committee to create a plan to continue advocating for the government to include MHM in national standards Mentor small business owners to create business plans to make and distribute sanitary napkins that are reusable Proportion of girls and female teachers reporting that facilities meet their MHM needs Girls toilets are private, with water and covered bins available inside Number of private spaces with water and a covered bin for girls and female teachers to manage menstrual hygiene needs Meet with parents to discuss how to address girls attendance during menstrual cycle WASH in Schools Target Challenge Framework: A Three-Star Approach 7

9 Interventions Results Validation Safe drinking water is available on school premises and, if needed, is treated using a low-cost method Children and staff have sufficient water for drinking, cooking, cleaning, and sanitation needs Photos of low-cost point-ofuse treatment Written justification for technology selections Support installation and selection of treatment technology Ensure that technicians or maintenance staff are trained in treatment technology Water from an improved source(s) are available on school premises (from the source directly or stored) on the day of the survey/ questionnaire Drinking water facility is functional Water for drinking is treated at the school Students report water source(s) provide a sufficient as defined by 1 liter per student per day quantity of water for the needs of the school (i.e., for drinking, cleaning, washing, food preparation) Facilities are used by all children The school environment is healthier Behavior changes in positive ways Open defecation in or near the school is eliminated Qualitative report in which teachers and students indicate that toilets are consistently functional, clean, and accessible Report observation: spot checks of latrines for signs of use, observation of students walking to the toilets, fresh toilet paper in hole, water on floor, etc.; no signs of open defecation Interview students and teachers about their sanitation habits and perceptions of sanitation systems on school premises Conduct spot checks Proportion of students that report using the latrines at all times for urination and defecation WASH in Schools Target Challenge Framework: A Three-Star Approach 8

10 ROTARY THREE STARS Validated by Rotary International and UNICEF Interventions Results Validation WASH lessons are integrated into classroom curriculum with corresponding teacher training Teachers have more confidence in curriculum comprehension and execution in the classroom and know how to adapt lessons to different contexts Adapted curriculum examples Arrange teacher training through a local government office or cooperating organization Proportion of teachers reporting curriculum enhanced with WASH lessons (one time) WASH promotion is part of the school curriculum (one time) Number of refresher trainings on relevant topics attended by teachers per year WASH facilities meet national standards or suggested guidelines (where national standards do not exist or are not comprehensive, the recommended World Health Organization global standards should be discussed with government partners to identify context-appropriate standards) Facilities meet national standards for quantity and quality Chart comparing national standards to total number of functional facilities at school Water quality report that shows that appropriate water standards have been met for at least six months and regular quality testing is planned for after the project Promote national standards continuously Continue advocating with the government at various levels for allocation of funding for operation and maintenance Share national standards with school management committee Test water quality and develop basic protocols for schools to follow Publicize schools that achieve national standards All WASH facilities meet national standards for quality, cleanliness, functionality, and quantity Water quality meets national standards for E. coli (and chemical contaminant of major concern) WASH in Schools Target Challenge Framework: A Three-Star Approach 9

11 Interventions Results Validation School management committee (SMC) determines whether schools are meeting WASH in Schools national standards and report data to the government SMC is confident in its knowledge of national standards and takes ownership of the school s ability to maintain standards Copy of the monitoring data that is submitted to the ministry of education or a similar entity biannually Meet with SMC as needed if communication with government breaks down, and mediate if necessary No measurement required Resources and government support for improved education and WASH conditions are secured The government supports WASH in Schools programs Report on stakeholder meetings with lists of attendees Evidence of support from government or other permanent entities in the country to ensure continuous education and WASH services Facilitate risk analysis No measurement required Transference of behavior change and outreach to the community surrounding the school Students are viewed as hygiene and sanitation leaders in their communities Communities adopt best hygiene practices Schools are viewed as models of the community Long-term plan for continued education and WASH services Organize campaigns and publications centered around healthy practices Build children s capacity to transfer messages to parents and peers No measurement required WASH in Schools Target Challenge Framework: A Three-Star Approach 10

12 One Rotary Center 1560 Sherman Avenue Evanston, IL USA E-EN (616)